Unit3TheInternetReadingandThinking教學(xué)設(shè)計高中英語人教版

LessonPlanTitleStrongerTogether:HowWeHaveBeenChangedBytheInternetMaterialPEPeditionhighschoolEnglishpulsory2,Unit3Students58freshstudentsinclass1ofChongqingNankaiSecondarySchoolTime&DateApril16,2021TypeoflessonReadingAidsPPT,blackboard,textbook,video(2’30“10funnysituationsthatshowhowmuchtheInternethaschangedourlives”)TeacherWangHongjingSchoolChongqingNankaiSecondarySchoolⅠ. AnalysisofTeachingContentThemecontext:Humanandsociety—scienceandtechnology—startanonlinemunityTypeoftext:narrationAnalysisoftext:(1)what:Withthethemeof“creatinganonlinemunity”,thisarticletellsthestoryofafemaleteacherintheUKwhohasnotonlyusedtheInternettochangeherlife,butalsohelpedotherelderlypeoplelearntousetheInternetandchangedtheirlivesanddestiny.Therearefiveparagraphsinthearticle,explainingthetime,background,location,characters,andthereasonandresultofJan’sstory.Thestructureisplete;thethemeisfullofpositiveenergy.(2)HowStylisticfeatures:ThisarticleisanarrationthattellsJanTchamani’sstoryinathirdpersontone.Thepasttenseismainlyusedinthearticle.Whenitestotheeventsatpresent,itusesthepresentperfecttense,includingtheactivevoiceandpassivevoiceofthepresentperfecttense.Structure:Therearefiveparagraphsinthearticle.Thefirstparagraphistheintroduction,whichpointsoutthetopicofthearticle—theInternethaschangedpeople’slives.ThesecondparagraphdescribesthereasonsandexperiencesaboutJan’saccessingtotheInternet.ThethirdparagraphtellsthatJanopenedanITclubtohelptheelderlyuseputersandtheInternetandachievedregrettableresults,whichisthecorepartofthearticle.ThefourthparagraphintroducesJan’sconceptofbridgingthedigitaldivideandhisnextgoal.ThefinalparagraphendswithJan’swords,expressinghernoblefeelingsofselfrespectandpassion.Sothisarticlecanbedividedinto3parts.Paragraph1isthefirstpart—introductionofthetopic.Paragraph24arethesecondpart,tellingJan’slifehasbeenchanged.Thelastonepartisparagraph5,whichisthesummaryofthestory.Language:ThearticlemainlyusesthepasttensetotellJan’sstory.Thestoryisn’thardforstudentstounderstand,becausethewordsandlanguagepointsusedinitarerelativelyeasy.WhyTheInternethasbroughtgreatchangestothesociety.SomepeoplehavetheequipmentandconditionstoaccesstheInternetandhavebeeneducatedinthisrespect,whilesomepeoplecannotaccesstheInternettemporarilyduetovariousreasons.Thiscreatesa“digitaldivide”betweenthesetwogroups.Tobridgeandclosethedigitaldivide,governmentsandenthusiastsaroundtheworldaretakingactions.Individualscanalsocontributetoeliminatingthedigitaldivide,helpingpeoplearoundthemexplorethevirtualworldonline,getontheexpresstrainofthenetworkinformationage,andshareahappyandbrighttomorrow.Ⅱ. AnalysisofStudents1.LanguageabilityStudentshavethehabitofpreviewingtextandwords,sotheyhaveacertaingraspoftheboldwordsinthearticle.Students’learningfoundationisquitegood,sothecontentofthearticleiseasytounderstand,andunderstandingthedetailsofthetextforthestudentsisnotverydifficult.2.ThinkingqualityStudentsareverygoodatgivingcreativeanswersandliketheactivitieschallengingtheircriticalorcreativethinkingqualities.3.CulturalawarenessTheInternetisafamiliartopicforstudents,soitiseasyforthemtounderstandtheconceptsof“networkmunity,socialnetwork,ITclub”andsooninthetextwhenreadingthearticle.Butthereislittleornounderstandingofthe“digitaldivide”inthetext.4.LearningabilityStudentshavestronglanguagelearningability.Theywillactivelypreviewarticlesbeforeclass,sortoutkeyknowledgeinclassandreviewintimeafterclass.Ⅲ. TeachingObjectivesBytheendoftheclass,studentswillbeableto:Paraphrasethemeaningoftheboldwordsandcorrectlyusetheboldwordsinthetext,suchas“convenient,cash,network,access,charity”andsoon.2.Predictthecontentsofanarticleandtheauthor’sattitudebyreadingheadlines.3.Summarizethemainideaofanarrativearticle.4.Recognizethestructureofthetext.5.LocatethedetailsaboutJan’sexperiencesinthetext.6.ReflectontheirownexperiencesanddiscusstheadvantagesoftheInternetbroughttotheirgrandparents.7.Havetheawarenessofrespectingandcaringfortheelderly.Ⅳ. FocalPoints1.Summarizethemainideaofthetextandrecognizethestructureandofthetext.2.LocatethedetailsaboutJan’sexperiencesinthetext.3.Understandthemeaningof“digitaldivide”andtrytogiveadefinitionaboutit.Specificmeasures:1.Askthestudentstounderlinethetopicsentenceinthepassage.Letstudentsdividethepassageintosections,thendiscusstheirideawithdeskmate.2.Makeahandoutandletthestudentsfillintheblanksaccordingtothetext.3.FirstletstudentstranslatetheChinesemeaningof“digitaldivide”andthenlookfortheexpressioninthefourthparagraphofthepassage,whichcanbeusedtodefinethenoun.Ⅴ. DifficultPointsUnderstandthemeaningof“digitaldivide”andtrytogiveadefinitionaboutit.ReflectonreallifeandtalkaboutthebenefitstheInternethasbroughttograndparents.Solvingmeasures:1.FirstletstudentstranslatetheChinesemeaningof“digitaldivide”andthenlookfortheexpressioninthefourthparagraphofthepassage,whichcanbeusedtodefinethenoun.2.Givestudents3minutestopreparetheirspeech,andthendiscusswithpartner.Ifthestudentscan’tgiveanexample,theteacherwillshowsomephotosonthePPTandletthemtrytodescribethesituation.Ⅵ. TeachingProceduresandTimeAllotmentStage1 Leadin(3mins)Step1Discussion(Purpose:todoatransitionformthedutyreport;letstudentsguessthetopicofthereadingclass.)T:“ThanksMiss.Haogaveusadetailedintroductionofclassicmusic,andifyouwanttogetmoreinformationaboutit,youcansearchontheInternetafterclass.SousingtheInternetisutterlyconvenient,right?ButcanyouimagewhatwouldourlifebelikewithouttheInternet?ThenI’llgiveyou3minstodiscusswithyourpartner.”(invite1studenttosharehis/heridea)Stage2 Prereading(2mins) (Purpose:throughreadingtheheadlinestopredicttheauthor’sattitude)T:“Yes,Internethasahugeinfluenceonourlivesinmanyaspects.Todaywearegoingtoseeonemoreexample.First,let’slookatthetitleofthepassage,andcanyoupredicttheauthor’sattitudetowardtheInternet?”(Answer:Positive,becausetheysaywearestrongertogether.)T:“OKnowyouhavethreeminutestoreadthetext.Afterreading,pleaseanswerthetwoquestions.”Stage3 Whilereading(20mins)Step1Skimthetext (Purpose:tochecktheguessofthetopicofthetext,andtoidentifythestructureofthepassage)T:“Youdon’tneedtowritethesummarybyyourself.Underlineonesentenceinthetexttosummarizethemainidea.”(inviteonestudent)T:“Ok,let’sreadthesentencetogether.Howaboutthesecondquestion.Howmanypartscanthistextbedividedinto?”(Answers:1.People’sliveshavebeenchangedbyonlinemunitiesandsocialnetworks.2.Part1:para.1;part2:para.24;part3:para.5)Step2 ScanthetextformoredetailsaboutJan’sstory(purpose:letstudentsknowmoredetailsofJan’sstory.)T:“Afterweknowthegeneralstructureofthetext.Let’sseemoredetails.ThenIneedyoutoreadparagraph2againandfillintheblanksonyourhandout.3minutes,let’sgo.”T:“Time’sup.Let’schecktheanswers.”T:“Thenlet’sreadpara.34again.Still3minutesandfillintheblanks.”T:“Ok,time’sup.Let’schecktheanswerstogether.Howdoyouunderstandtheword‘bridge’here?Isitaverboranoun?Yes,it’saverb.CanyoutranslateitintoChinese?Pleasetrytousetheexpressionsinpara.4tomakeadefinitionof‘digitaldivide’.”Step3Scanthetextforlearningexpressionsinthetext(purpose:tofindthebenefitsinthetextandlearntousetheminwritingorinspeakingactivity)T:“SothoseareJan’sactions.Bydoingso,Jan’slifehasbeengreatlyimproved.SowecanseetheInternethasgreatbenefitsforus.Inthetext,therearemorebenefitsmentionedinit.Iwillgiveyou3’toreadthetextagain.Whilereading,pleaseunderlinethebenefitsinthetext.Hereisanexample.”T:“Ok,time’sup.Iwanttoinviteonestudenttosharehis/herideas,andyoucancheckyoursentenceswhethertheyarethesameashis/hers.”Stage4 Postreading(15mins)Step1Speakingactivity(purpose:givestudentsthechancetosaysomethingabouttheirgrandparents’livesbyusingtheexpressionsinthetext)T:“Sostophere.BeforewehaveabetterunderstandingofJan’sstorybyanalyzingthechangesbroughtbytheInternet.CanyoureflectonyourownexperiencesandprovidesomespecificexamplesabouthowtheInternetchangesyourgrandparents’lives?”(invite23students)(Ifthestudentscannotgivespecificexamples,showthe3picturestogivethemsomeclues.)Stage5Homework(Purpose:encouragethestudentstousetheexpressionsinthetexttowriteasmallparagraphandtakeontheirresponsibilitytotakecareoftheoldpeople.)T:“Ifyouweretointroduceanapptoyourgrandparentstoenrichtheirlives,whatwouldyouliketoremend?Pleasegiveyourreasons.Youdon’tneedtowritealongparagraph.Youjustneedtowriteseverallinesandpleaseuseatleast3expressionsinthetext.”Note: T=Teacher Ss=Students 1’=1minute CW=ClassWork IW=IndividualWork GW=GroupWork PW=PairWorkⅦ. TeachingAssessmentTeachingAssessmentAssessingcontextsTeacher’sassessmentClassmate’sassessmentSelfassessmentClassperformanceAnsweringquestio